Teaching plan of "Praise Poplar"
First, the teaching objectives
Say the structure of the full text correctly and read the text with emotion.
◎ Students read aloud, read and taste key words, combined with the teacher's explanation and independent cooperation and communication, and feel the expressive effect of symbolic techniques on the basis of understanding the structure of the article.
By studying this article, students can learn the spirit of unity and progress of farmers and sentries in the north.
Second, the difficulties in teaching
Through reading aloud, reading and tasting key words, combined with the teacher's explanation and independent cooperation and exchange, students can feel the expressive effect of symbolism on the basis of understanding the structure of the article.
Third, teaching methods.
Conversation, group cooperation and inquiry, multimedia-assisted teaching method.
Fourth, the teaching process
(A) the creation of situations, the introduction of new courses
Let the students talk about their favorite plants and what kind of personality they like. Two rounds of interaction, leading the topic.
(B) read the full text, the overall perception
1. Read through the text and talk about your feelings after reading it.
2. Ask the students to briefly describe the main objects written in the article.
(white poplar; People)
(3) Read the text carefully and do in-depth research.
1. Read the passage aloud 1-6. Please sum up the characteristics of poplar in one word.
(unusual)
2. Work together at the same table. What are the advantages of poplars?
(Growing environment: monotonous; Form: Race to the Top)
3. Read the natural paragraphs of Text 7-9 and talk about the characteristics of farmers, sentries and others in the north.
(strong vitality; Simple, strong, enterprising)
4. Group discussion, how did the author transition from a tree to a person?
(symbolism)
(d) Group discussion, expansion and extension
Poplar trees are similar to farmers and sentries in the north. Why is this not a metaphor but a symbol? What is the difference between metaphor and symbol?
Metaphor: vehicles are usually figurative, and they are similar in characteristics; Symbols usually use concreteness to symbolize abstract features, and the characters and qualities embodied by them are similar. )
(5) Review the full text and summarize the homework.
Please summarize the content of this article with blackboard writing, and then end the text.
Homework: Ask students to think about their favorite plants again, and write a short essay of 200-300 words by symbolic method, and share it in the next class.
Reflection on the Teaching of verb (abbreviation of verb)
This article was written by 1940. Most of Mao Dun's works are mainly bourgeois and petty bourgeoisie. This article warmly praised the soldiers and people in War of Resistance against Japanese Aggression. Praise of Poplar was written in the most difficult period of China people's War of Resistance against Japanese Aggression. 1940 In May, Mao Dun left Xinjiang and returned to the mainland, and was invited by Comrade Zhu De to Yan 'an. During my lecture in Yan 'an, I saw the spirit of anti-Japanese military-civilian unity and left a deep impression. After the Southern Anhui Incident, the author expressed his love and praise for the anti-Japanese soldiers and civilians in the north by praising the poplars on the northwest plateau. Combined with this creative background, students will have a deeper understanding of Mao Dun's writing objects and changes in his writing style.
Reflections on the Mountain Holidays of My Brothers in Shandong Teaching Plan
First, the teaching objectives
1. Read and recite the whole poem with emotion.
2. Understand the poetry, content and key words of the whole poem through group cooperation and exploration.
3. Feel the poet's feeling of being alone in a foreign land and missing his loved ones.
Second, the difficulties in teaching
Focus on understanding the content and key words of the whole poem.
It is difficult to feel the poet's feeling of being alone in a foreign land and missing his loved ones.
Third, teaching methods.
Read aloud, ask and answer, and discuss in groups.
Fourth, the teaching process
(A) the introduction of new courses
Students, every holiday season, I miss my relatives twice, and the happy atmosphere is unforgettable. On the Double Ninth Festival on September 9, there was a man studying hard in a foreign land. Watching others help the elderly and take care of the young and celebrate the holidays happily, he picked up the pen in his hand and expressed his infinite thoughts for his relatives in his hometown. Who is he? Today, we walk into his poem "I miss my Shandong brothers on vacation in the mountains" and feel the infinite charm of his masterpiece. Theme of blackboard writing
(B) the first reading perception
◎ What is the meaning of the title of this poem "Mountain Living Holiday Thinking of Shandong Brothers"?
When the poet wrote this poem, he studied alone in Chang 'an and sought fame, which coincided with the Double Ninth Festival. The poet wrote this poem because he missed his relatives in his hometown very much.
Teachers guide students to read new words.
◎ Teachers read ancient poems and students read them together.
(3) in-depth study
Understand the independence of the first couplet, a stranger in a foreign land, understand the meaning of poetry and feel emotions.
One person: One person.
A place outside one's hometown. Chang 'an is mentioned in the poem.
Being a stranger: being a guest in another country.
Experience the author's loneliness and helplessness.
◎ Understand why Zhuan Xu poets miss their loved ones doubly every time they meet festivals?
◎ The poem says, "If you know where my brother is climbing from a distance, there will be one less person in the dogwood." Please think about it. Which one is missing?
◎ What kind of emotion does the poet want to express when writing this poem?
(4) Consolidate and improve
There are many homesick poems in Wang Wei's works. What other poems about homesickness do you know?
In Wang Wei's miscellaneous poems, you also come from my old country. Tell me what happened there! . Did the plum blossom when you came to the engraved window of my house?
Li Shangyin's poem "Sending Friends to the North on a Rainy Night" says: Ask Jun to return, and it rains late in the autumn pool. When * * * cut the candle at the west window, but talk about the rain at night.
(5) Summarize the homework
Summary: Endless sadness and endless homesickness spread out in front of us. 1000 years later, when we read it again, we were moved. Unconsciously, we also walked into this deep homesickness. No matter where we go in the future, students should not forget their relatives and their hometown. The dew turns to frost tonight, and the moonlight at home is bright!
Homework: collect Wang Wei's other poems, study and appreciate them.
Reflection on the Teaching of verb (abbreviation of verb)
This poem mainly describes Wang Wei's homesickness. In the teaching process, more recitation and recitation competitions should be added to help students better understand poetry.
Mr. Fujino's teaching plan
First, the teaching objectives
◎ Read the text with emotion and correctly grasp the clues of the article.
Through teachers' lectures and group cooperation, students can skillfully analyze the personality characteristics of characters.
◎ Combining with the background of creative times, let students deeply understand the author's profound patriotic feelings.
Second, the difficulties in teaching
Teaching focuses on analyzing the personality characteristics of characters through teachers' lectures and group cooperation.
Difficulties in teaching correctly grasp the clues of this article, and students can deeply understand the author's profound patriotic feelings.
Third, teaching methods.
Conversation, group cooperation and inquiry, multimedia-assisted teaching method.
Fourth, the teaching process
(A) the creation of situations, the introduction of new courses
Ask the students to talk about the most unforgettable teacher they met and explain the reasons. Two rounds of interaction, taking advantage of the trend to lead the topic.
(B) read the full text, the overall perception
Teachers ask questions, students think independently, and review: What are the clues in prose?
(Clear: It is a way of language organization that integrates scattered prose language materials to make them more orderly and have more vivid emotions or opinions. )
◎ Read the full text and think independently. How many things did this article write in detail? What is the difference?
(clear: exchange of handouts, anonymous letter incident, watching teaching films, seeing off)
Discuss at the same table, which ones are related to Mr. Fujino? How to classify the other two?
(clear: the purpose of changing the handout and seeing off is to describe the interaction between the author and Mr. Fujino, and the latter two are to take care of the title of "Mr. Fujino" and are the bright lines of the article; The anonymous letter incident and watching teaching films are related to the author's patriotic feelings and belong to the dark line. )
(3) Read the text carefully and do in-depth research.
◎ Read through the full text, students think independently: How much has this article written about Mr. Fujino? How many details? How many sketches?
(clear: the handout and farewell have been changed in detail; Some were treated as pickpockets and asked about foot-binding, fearing that the author would not attend anatomy class. )
◎ What kind of personality characteristics does the deskmate discuss and change the lecture notes reflect?
(clear: a. As a scholar, he is rigorous in his studies; As a teacher, I am serious and responsible. B. I respect others and have no prejudice against ethnic groups. )
◎ Discuss in groups what else reflects Mr. Fujino's personality characteristics.
(clear: farewell-there is no prejudice between ethnic groups; Asking about foot binding-rigorous scholarship, very interested in the blind spot of knowledge in your professional field; Worried that the author will not attend anatomy class-as a teacher, he is serious and responsible; Respect the beliefs of others, without national prejudice; Be regarded as a pickpocket.-Informal. )
◎ Independent thinking: What kind of person is Mr. Fujino?
(Clear: Mr. Fujino is a teacher with informal life, rigorous work and study, serious and responsible personality, great respect for others and no national prejudice. )
(d) Group discussion, expansion and extension
Group discussion, what kind of patriotism does this article show the author?
(Clear: It embodies Lu Xun's mental journey of "abandoning medicine and pursuing literature", shows his deep love for the motherland, and puts himself in the position of thinking about how to awaken China people's numb thinking and deep sense of social responsibility. )
(5) Review the full text and summarize the homework.
Summary: Ask students to briefly describe the content of this article with blackboard writing and end the text.
Homework: Compare this article with A Chang and Shan Hai Jing, and analyze the similarities and differences between them from the methods of character description and the central idea reflected. Share it next class.
Reflection on the Teaching of verb (abbreviation of verb)
If we want to deeply understand this article and grasp its emotion, we must have a certain understanding of Mr. Lu Xun's personal life and background of the times. When dealing with this problem, you can leave a preview task in advance, so that students can collect and share materials first and discuss them in the lead-in session.